The work of Alfred Adler and Rudolf Dreikurs in reference to behaviour in classroom contexts and counselling of students with high levels of attentional and power- seeking behaviour. [Includes an extended appendix addressing narcissistic behaviours]. A short introduction Dr Bill Rogers 2017 www.billrogers.com.au Draft only 2017 “For man is a social animal.”* Aristotle “The prime principle then in (man’s) constitution is the social.”** Marcus Aurelius “There is no such thing as Society. There are individual men and women, and there are families.”*** Margaret Thatcher “The communal need regulates all relationships …” “No human being ever appeared except in a community for human beings …” Alfred Adler Understand Human Nature 1927, p 35. “An understanding of the necessity for dealing with man as a social being is the essential conclusion of our studies.” (Ibid, p 46). “We see the child as a social being who wants to find his place at home, in school and in the world.” Dreikurs, R.; Grunwald, B. B. And Pepper, F. C. (1982) (px1) * Aristotle The Nichomachean Ethics [Transl. J.A.K. Thompson] Penguin Classics 1969, London. Book one, p 37. ** Marcus Aurelius The Meditations of Marcus Aurelius Harvard Classics [Ed. Charles W. Eliot] p 250. *** In Women’s Own 31 October 1987. © Dr Bill Rogers 2017 Adler and Dreikurs : Draft only (29) 1 Introduction In our more challenging schools teachers – daily – have to face, and address highly attentional behaviour and confronting and challenging behaviours in a small but disturbingly significant percentage of their students. Such behaviours present from a range of factors of course. This discussion paper, however, will focus on such behaviours as they are expressed as a central feature of a student seeking to identify and belong within their immediate classroom peers (and their wider school community). I have drawn primarily on the work of Alfred Adler and Rudolf Dreikurs. Their theory and practice of seeing maladaptive behaviour in children and adolescents as goal directed, and compensatory – in students seeking to belong to their immediate social groupings (in school) – offers insightful understandings about challenging behaviours. Their work also addresses how a student’s sense of inferiority (the inferiority complex) and an extended sense of superiority, is expressed in the behaviours teachers often see in classrooms. Their emphasis on how teachers can enable such students to be aware of, and ‘own’ their behaviour enables valuable practical approaches in supporting such students. There is also an extended note addressing narcissistic patterns of behaviour as expressions of maladaptive attention and power (see appendix). Alfred Adler and Rudolf Dreikurs were psychiatrists whose theoretical work has influenced psychologists and educators in their understandings about individual behaviour with regard to groups and social contexts. Dreikurs, in particular, attenuated Adler’s work to student behaviour and how teachers can more constructively understand individuals’ behaviour in relation to the child’s ‘goal’ and how the child seeks to ‘belong’ in their social groupings in classrooms (and the wider school setting). This paper is a brief introduction to the theoretical perspectives and understandings of Alfred Adler and Rudolf Dreikurs with particular reference to the ‘goals of behaviour’ as they relate to distracting and disruptive behaviour in groups; particularly in classroom contexts. © Dr Bill Rogers 2017 Adler and Dreikurs : Draft only (29) 2 Alfred Adler (1870-1937) Alfred Adler was a psychiatrist in Vienna and was one of the leading members in the Vienna Psychoanalytic Society (1900) whose members included Freud. He eventually parted company with Freud (primarily with reference to the views of Freud concerning sexual conflicts in infancy and their supposed effect on later neuroses, see later, p 9 in appendix). Adler believed that while the individual, and their interior world of self, crucially shapes one’s identity and relationships, it is the dynamic of social relationships and its impact on the self that has significant implications and outcomes for psychological and social wellbeing. While Adler’s approach is often termed ‘individual psychology’, he emphasised that the individual strives to form their sense of self within, and in relation to, their social relationships; firstly within their family dynamic and – then – their wider social world. This ‘striving’ to belong is also related to the individual’s perception of inferiority in relation to others and how they compensate for their feelings of inferiority. ‘This feeling of inferiority is the driving force, the starting point from which every childish striving originates. … it determines the very goal of his existence, and prepares the path along which the goal may be reached.’ (Adler, 1927, p 65). We are, essentially, social beings. It is in that natural, creative tension between the sense of individuality and the emergent social self that key aspects of one’s identity and personality are formed. Each individual has their own ‘peculiar teleology’ as they seek to understand their social place and space in their particular family and the social reach beyond. The key driving feature being the ‘need to belong’; our primary social need. One’s sense of, and degree, of inferiority is in natural tension with this need ‘to belong’ and has significant implications for one’s psychological wellbeing. Adlerian psychology is concerned with the capacity and enabling of the individual in relation to others in their social context; family, school, work and wider society. A healthy ‘social connectedness’ is an important factor in our overall mental health. The health of that ‘social connectedness’ is affected for good or ill by the individual’s sense and degree of inferiority (or superiority – see later). © Dr Bill Rogers 2017 Adler and Dreikurs : Draft only (29) 3 Adler’s essential therapeutic approach sought to enable the individual to raise their awareness and understanding of their “mistaken style” of striving in the way they seek to develop meaningful and socially co-operative ways of relating to others. Rudolf Dreikurs (Adler’s colleague) further developed Adlerian psychology to address child and adolescent perspectives, through awareness raising, in children and counselling about their ‘mistaken goals’ of behaviour. He also stresses the essential nature, and place, of purposeful encouragement that can enable socially meaningful and positive, co-operative behaviours. His use of school-based approaches based on democratic classrooms and building personal and social confidence has had a significant impact on educational practice in areas such as discipline and behaviour support. In the early 1930s Alfred Adler migrated to the USA commensurate with the rise of Nazism and the closing of his clinics (due to his Jewish heritage). He lectured widely there and his work has left a lasting impact on ‘democratic’ and humanistic approaches to raising children and to building co- operative approaches to education based on social interest.1 Rudolf Dreikurs (1897-1972) Rudolf Dreikurs (like Adler) was a Viennese psychiatrist who turned his attention and research to the practical outworking of Adlerian psychological theory to social psychology. He was both a student and colleague of Alfred Adler taking his work to America, becoming professor at the Chicago Medical School and the Director of the Alfred Adler Institute (Chicago). In attenuating Adlerian theory to classroom contexts his emphasis was essentially humanitarian and democratic. His psychological insights into how individual behaviour interacts with perceptions about ‘social belonging’ resonates well with the reality of student behaviour in day-to- day school life. His theoretical approach to understanding how maladaptive student behaviours arises from mistaken social-behaviour goals, and how to support students in awareness of their social-behaviour goals, has immediate practical utility in counselling and behaviour support. © Dr Bill Rogers 2017 Adler and Dreikurs : Draft only (29) 4 The need to belong : ‘goal’ and behaviour When a child enters the ‘society’ of a school, and a classroom – their primary social need is ‘to belong’. A child has many needs, of course, but their primary social need revolves around how they will ‘fit in’, ‘relate to ...’, be ‘accepted / approved of’ by others – particularly by their immediate age peers. Many children (thankfully) learn to ‘belong’ (socially) in reasonable and co-operative ways. In the natural ‘up and down-ness’ of daily life they learn that co-operative behaviour and relationships are beneficial to one’s personal and social wellbeing. They learn the fundamental social norms and expectations. They also learn to ‘give’ and ‘take’, to work by the rules and routines ...good and bad days alike (again – thankfully!); they learn to co-operate. Some children, however, display highly distracting and (at times) maladaptive and destructive social behaviours such as frequent attentional behaviours and confronting and power-seeking behaviours. Rudolf Dreikurs argued that such behaviours are the child’s attempt at ‘belonging’ to their peer group, they are not only (or merely) expressing poor or ‘bad’ behaviours. In this sense their maladaptive behaviour is ‘compensatory’; the student’s goal (as behaviour – even maladaptive behaviour) is their mistaken way of ‘belonging’. Adler had earlier coined the term inferiority complex to denote and describe and delineate behaviour